BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION
Stylus Publishing, LLC
Founded in 1996, Stylus’ publishing focuses on higher education, covering such areas as teaching and learning, student affairs, professional development, service learning and community engagement, study abroad, assessment, online learning, racial diversity on campus, women’s issues, doctoral education, and leadership and administration. Stylus is the official distributor of the book programs of ACPA, Campus Compact, and the National Resource Center for the First-Year Experience and Students in Transition.
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26 Stories of Students, Administrators, and Faculty From Poor and Working-Class Backgrounds and Their Compelling Lessons for Higher Education Policy and Practice
"Straddling Class in the Academy is a must read for students and educators. Ardoin, martinez, and their contributors masterfully challenge the myth that class is invisible by sharing their lived experiences navigating class and classism in and outside of the academy. The intersectional nature of contributors’ narratives and Ardoin and martinez’s analysis highlights the powerful effects of classism and calls for action if we are to create more inclusive and socially just institutions."
Rosemary J. Perez, Assistant Professor, School of Education
A Practitioner's Guide to Systematic Diversity Transformation
“Congratulations to Chun and Evans for producing Conducting an Institutional Diversity Audit in Higher Education. They have provided a definitive roadmap for the academy to self-assess our progress towards the institutional inclusiveness that we strive to achieve. Higher Education will benefit from this book for institutional strategic planning around the diversity, equity, and inclusion space. A must read!”
Dennis A. Mitchell, Vice Provost for Faculty Advancement
Relationship, Power, and Mattering in Higher Education
"Every once in a great while a thinker comes along who upends traditional notions about how things get done. Harriet Schwartz takes on that role in her groundbreaking work Connected Teaching. And she does 'break ground': she lets us know from the outset that connected teaching is not about taking the path of least resistance, or being nice, or simply 'talking about' relationship. She also lets us know from the outset that she will be faithful to a fundamental tenet of relational-cultural practice: that a productive relationship is one which all participants have an opportunity to grow.
To that end, Schwartz removes teaching from the traditional hierarchical models of practice and situates in firmly in the more amorphous territory of non-dualism. Throughout this work, she remains true to her basic premise and promise: that teaching is relational stance grounded in both power and vulnerability. While she does not abdicate any of the roles and responsibilities that accrue to her experience and expertise, she allows herself to grow, stretch, and learn in the presence of her students. She offers concrete guidance for navigating collapsing contexts and other challenges wrought by the fast-paced innovations in technology. For example, how does one connect with students who grow up suspicious of any idea that can’t be corroborated on Google or who have expectations of 24/7 availability? Likewise, she does not shy away from the tough topics, lived narratives by students and teachers alike whose experience of conflicting social identities and intersectionality can send any carefully crafted teaching plan spiraling off course.
Schwartz is very comfortable in the land of paradox and non-duality. Much as she does in her work with her students, she comes to us as an 'authoritative ally', imparting her wisdom through bold ideas, grace, humor, and searing questions. In doing so, she charts pathways toward a new relational paradigm, one in which teaching is truly a practice of co-creating a 'we'."
Maureen Walker, Senior Scholar and Director of Program Development
Critical Perspectives and Approaches to Integration with Student Learning and Development
"This important new book offers a timely extension of Brewer and Ogden's many years of critical study into the tensions between the acclaimed value of international education on the one hand, and its complex integration into the arc of the undergraduate experience, on the other. But it also goes well beyond that to address the integration of mobility experiences in broad sectors of the U.S. higher education landscape, including community college, lifelong learning, and the transition to employment. This edited volume, which includes some of the most influential scholars and practitioners working today, is a critical milestone that helps to further establish the emerging scholarship of international education and deflect criticism that there remains a missing link between the use of theory and its impact on practice."
Bernhard T. Streitwieser, Assistant Professor of International Education & International Affairs